I laughed out loud today. I went outside with the class I am scheduled to be with at the time as they took an extra recess. One little girl came running up and informed me that sliding down the monkey bars that are also used to stair step up and stair step down made it feel like she had "sparkles in her pants."
Can you think of a better way to describe static electricity?
I sure can't.
It might even be great in a poem. At least that's what I told her.
Today I am thankful for the amazing things kids say and their perspective on any given topic.
Wednesday, November 2, 2016
Tuesday, November 1, 2016
Thankful Day one
If it were possible to hug a day, today was a day to bear hug.
Younger son and I went for a walk after school down our country roads and as we walked the overwhelming thought in my head was, "What a gift!"
Warm air stirred by strong breezes wafted leaves from the trees to shower the road as we walked. I love to take photos and as I listened to my son talk about his day at school and what homework he had for the night, I kept wishing I had my camera with me to capture the angle of branches on the trees that were now uncovered from their summer layers. You normally think of "dappled" pertaining to the patches of light and dark on the ground, but the angle of the sun made the orange practically sparkle -- if it's possible for orange to sparkle. The sky was pale blue and made the perfect background for the colors of the leaves. I asked my son to take a picture of one tree in particular, that was stunning, with his phone since I didn't even have that with me.
After we got home, my wonderful 17 year old son even agreed to humor me by collecting some leaves from the yard and tossing them in the air so I could get a picture of falling leaves. I wish there was a way to bottle days like this, but I guess if they were common we wouldn't appreciate them as much.
For the beauty of the day and the gift of a teenage son I adore, I am truly thankful.
Tuesday, September 20, 2016
Stop Secrecy
Yesterday at our weekly half hour delay meeting, we had our annual "test taking procedures and protocols" presentation. Many of you probably have something similar. And even though we don't take the tests til Spring, and will have another training closer to the test, we still have to sit through the presentation, read a bunch of stuff, and sign that we have done so. As I was sitting there it was emphasized more than in the past that we are not to discuss the test.
Not only can we not discuss the test, teachers will need to tell kids not to discuss the test with anyone -- not even parents. And a letter will go home asking parents not to ask their kids about the test.
Schools are on a "need to know basis." "That's confidential." is the education motto. We can't know if a child is identified, or what their home life is, or what their behavior history is. We are not supposed to mention a child by name or discuss a situation with which we are having difficulty except with those in authority who have a need to know.
Profiling is forbidden because it segregates people negatively. If someone commits a crime we shouldn't describe them by height, weight, sex, or ethnicity.
Dramatically speaking, is it ever OK to tell a child to not tell their parent something? The Christmas ornament is going to be a surprise not a secret. The mother's day hand print is a surprise... not a secret.
If I know a child is identified, then I know there may be other techniques I can use to help him or her to understanding. If I know a child used to live in a car, or that dad is in jail, or grandma has custody, it gives me an understanding of where the behavior stems and I can use that information to gain understanding and coach them through the emotion.
If you are telling someone how to get to your house they need to know what roads to take, land marks along the way, and oh, yeah, whether your house is one or two stories, if it has a driveway, and maybe the color of the house and what the yard looks like. Shouldn't the same be true when describing people?
We are not all the same. We should not strive to all be the same. It seems to me all the secrecy has created less safety. It has created more shame than pride. It has created more tension than togetherness.
We have special needs in our building. Of course I can't tell you what kind, but I can tell you how beautifully the Kindergartners adapt. After the first week or two Bob was just Bob and not "Bob who blahablahblah." It is we adults ( and the lawyers who are always ready, willing, and able to sue) who muck things up in order to prove we are above labels.
But kindergartners are tested on their ability to sort things into categories. Friends for them tend to fall into two categories -- "those who are nice to me and those who are mean". Period.
Knowledge is power and as educators I would hope we could use our powers for good. I can't be the only one who thinks we, not only as educators, but as human beings, need to advocate for what is best for children. A child who is blahblahblah and prone to blahblahblah needs blahblah in order to be his or her best self. Secrecy leads to needless struggle for Bob and a school career constantly disrupted for notBobs.
Seeking information in order to understand is not gossip. It is not "labeling". It is not harmful.
Let's embrace our uniqueness and teach others to do so as well.
If you don't like women in their late 40's
who have brown eyes and brown hair that they like to wear long so they can pull it up
and are of German, English, and Native American heritage
and who love to read and discuss book,
are not great cooks but an OK bakers
who like to research genealogy
who have a thought to be an education activist when the youngest graduates
who married their high school sweet heart
who's said husband is of German and Polish heritage
who has two boys who are wicked smart and nerdy
who chose to be a breast feeding, cloth diaper using, no pacifier using, stay at home mom
who has a college degree from Purdue
who is to heavy for her 5'3" frame
then you don't have to be my friend or even like me.
But I will wave and say hi if I see you. And if we get a chance to talk I may find out that 80's rock is your favorite music too.
"And I said - well that's -- one thing we've got"
(I realize this is from a '90's song) ;-)Tuesday, September 13, 2016
Teacher Game Show
"Hey Teacher! Come on down! You're the next contestant on This Student Needs Help."
"You have a student who is an only child, young compared to the others in your class, and whines all day because he does not get what he wants. What are the top 5 ways to improve his behavior?"
You consult your team mates and the answers come fast and furious...
Call parent to inform of child's behavior..... number 5 slides open. Ding!
Ask child to do something for you so he feels important...number 3-Ding!
Create a sticker chart where you give him a sticker every time he doesn't whine. ... number 2 slides open. Ding
Start tracking time of day and location of whining so you can be proactive about the whining and head it off before it begins... number 4. Ding!
With time running out your group leader blurts out, " Have a sticker chart that allows him to earn a prize from the prize box for every two stickers he earns so the reward is immediate." ...number 1!!!!! Ding!!!
It is now the next team's turn.
"Are you ready?" the announcer asks? "Ok. You have a student who doesn't do their homework. Is often off task. She disrupts the class by blurting out constantly and also has frequent angry outbursts. She is learning little if anything and is disrupting the learning of the other students. How do you get her on track so she can learn and the other students feel safe?"
The other team huddles briefly then answer confidently...
Call parent to inform of child's behavior..... number 5 slides open. Ding!
Ask child to do something for you so she feels important...number 3-Ding!
Create a sticker chart where you give her a sticker every time she stays on task ... number 4 slides open. Ding
Start tracking time of day and location of outbursts so you can be proactive about the outburst and head it off before it begins... number 2. Ding!
With time running out, their group leader says, " Have a sticker chart that allows her to earn a prize from the prize box for every three stickers she earns so the reward is immediate." ...number 1!!!!! Ding!!!
The game ends and everyone is a winner!!!
And everyone is a loser because --
There is no quick fix. There is no magic bullet. There is no magic wand.
Teachers can be the entire pit crew of a formula 1 racing team.
They used to be specially made and hand crafted.
Teachers can be Merlin and Houdini rolled into one.
They need to be, because kids need to learn to function in a world that isn't fair. No one's life is perfect. And even those in terrible conditions have occasional slivers of sun.
There used to be an art to teaching.
Now there is a script.
Teachers found ways to connect with their students so they could know how to reach them.
Now they document behavior to- generate- data- that- will- inform- decisions -made- by -a- committee -that- may- or- may- not- ever -interact -with- the- child.
Teachers found ways to weave incidental events into their plans.
Now they can't stray from the script lest they be reprimanded for failing to follow the pacing guide.
There used to be solid ground to stand on. And older teachers will tell you things come back around.
But it seems as though the solid ground has been placed on a roiling sea.
Those people who may or may not ever see our student, attend conferences by phone or in person. They scroll through their network of colleagues who also haven't been in a classroom in years. They read trade magazines written by scientifically based people in their hermetically sealed labs who expound on the virtues of having today's student learning XYZ -- to be sure they are prepared for that magical world known as college and career ready. And those people who don't know our kids, don't know our community, and in many cases don't know us, make decisions that change with the seasons in an attempt to be the first to discover THE way to teach the kids in rural Kansas to know the same things as the child in urban Minnesota, and they will both know the same as the suburban child in Connecticut.
Because differences need to be eradicated while at the same time celebrated -- as long as the celebration is in context. If you know what I mean.
Fair. Equal. Same. These are words that relate to manufactured cookies.
But we aim to please so...
We make excuses where we should make clear our expectations.
We standardize in our attempt to differentiate.
We sympathize when we should empathize.
And that's why we will be there for the next episode of "This Student Needs Help."
And we will clap when the number one answer is "... to pick from the prize box." Because as you know, every child responds to a trip to the prize box.
And if not, he can always earn a trip to the Bigger and Better prize box.
Maybe I should buy stock in stickers.
"You have a student who is an only child, young compared to the others in your class, and whines all day because he does not get what he wants. What are the top 5 ways to improve his behavior?"
You consult your team mates and the answers come fast and furious...
Call parent to inform of child's behavior..... number 5 slides open. Ding!
Ask child to do something for you so he feels important...number 3-Ding!
Create a sticker chart where you give him a sticker every time he doesn't whine. ... number 2 slides open. Ding
Start tracking time of day and location of whining so you can be proactive about the whining and head it off before it begins... number 4. Ding!
With time running out your group leader blurts out, " Have a sticker chart that allows him to earn a prize from the prize box for every two stickers he earns so the reward is immediate." ...number 1!!!!! Ding!!!
It is now the next team's turn.
"Are you ready?" the announcer asks? "Ok. You have a student who doesn't do their homework. Is often off task. She disrupts the class by blurting out constantly and also has frequent angry outbursts. She is learning little if anything and is disrupting the learning of the other students. How do you get her on track so she can learn and the other students feel safe?"
The other team huddles briefly then answer confidently...
Call parent to inform of child's behavior..... number 5 slides open. Ding!
Ask child to do something for you so she feels important...number 3-Ding!
Create a sticker chart where you give her a sticker every time she stays on task ... number 4 slides open. Ding
Start tracking time of day and location of outbursts so you can be proactive about the outburst and head it off before it begins... number 2. Ding!
With time running out, their group leader says, " Have a sticker chart that allows her to earn a prize from the prize box for every three stickers she earns so the reward is immediate." ...number 1!!!!! Ding!!!
The game ends and everyone is a winner!!!
And everyone is a loser because --
There is no quick fix. There is no magic bullet. There is no magic wand.
Teachers can be the entire pit crew of a formula 1 racing team.
They used to be specially made and hand crafted.
Teachers can be Merlin and Houdini rolled into one.
They need to be, because kids need to learn to function in a world that isn't fair. No one's life is perfect. And even those in terrible conditions have occasional slivers of sun.
There used to be an art to teaching.
Now there is a script.
Teachers found ways to connect with their students so they could know how to reach them.
Now they document behavior to- generate- data- that- will- inform- decisions -made- by -a- committee -that- may- or- may- not- ever -interact -with- the- child.
Teachers found ways to weave incidental events into their plans.
Now they can't stray from the script lest they be reprimanded for failing to follow the pacing guide.
There used to be solid ground to stand on. And older teachers will tell you things come back around.
But it seems as though the solid ground has been placed on a roiling sea.
Those people who may or may not ever see our student, attend conferences by phone or in person. They scroll through their network of colleagues who also haven't been in a classroom in years. They read trade magazines written by scientifically based people in their hermetically sealed labs who expound on the virtues of having today's student learning XYZ -- to be sure they are prepared for that magical world known as college and career ready. And those people who don't know our kids, don't know our community, and in many cases don't know us, make decisions that change with the seasons in an attempt to be the first to discover THE way to teach the kids in rural Kansas to know the same things as the child in urban Minnesota, and they will both know the same as the suburban child in Connecticut.
Because differences need to be eradicated while at the same time celebrated -- as long as the celebration is in context. If you know what I mean.
Fair. Equal. Same. These are words that relate to manufactured cookies.
But we aim to please so...
We make excuses where we should make clear our expectations.
We standardize in our attempt to differentiate.
We sympathize when we should empathize.
And that's why we will be there for the next episode of "This Student Needs Help."
And we will clap when the number one answer is "... to pick from the prize box." Because as you know, every child responds to a trip to the prize box.
And if not, he can always earn a trip to the Bigger and Better prize box.
Maybe I should buy stock in stickers.
Wednesday, August 17, 2016
What is and what should be
Susie in Mrs. L's 2nd grade class. She reads at a level G. She can recognize numbers to 100 and can add and subtract single digit numbers. She has a behavior chart on her desk and gets a sticker if she stays on task for 15 minutes. She is in the RTI process.
or
Susie is a 7 year old little girl in Mrs. L's 2nd grade class. Her birthday is next week and she can't wait. She says she is getting a puppy because her Aunt Betty's dog had puppies and her mom said she can have one. Susie's mom and dad divorced when she was 3 and her dad and his girlfriend just had a baby boy. Susie's mom works second shift at a factory so Susie goes to day care after school. Mom wakes her and her 9 year old sister up from the baby sitter and she goes back to sleep at home until it is time to get up for school in the morning. I could go on and on.
This Susie is made up to illustrate what school is and what it should be. Susie is more than the numbers on a Dibels, a score on a test, or a reading level. She is a living, breathing person with hopes and thoughts and feelings. Being 7 doesn't negate that fact. Being little doesn't negate that. Being in school doesn't negate that fact.
When I was in High School, I had my future professions narrowed down to teacher, librarian, or child psychologist. I knew for sure I wanted to work with kids, I just wasn't sure in what capacity. I chose teaching, but I realized after working with kids in a camp setting, that working with kids in a recreational environment is what I wanted.
In working with the y, I was able to listen to their hopes and fears. I was able to laugh hysterically, be goofy with them, and dry their tears. I was able to take the time to really listen to them and acknowledge their personhood.
When I first started working as an instructional assistant, I brought those skills with me and they were appreciated. I was able to take the time to calm a crying, angry, upset child and set them on the road to better choices while the teacher taught the rest of the class. Now ten years later, those teachers that respected me and treated me as an equal and a valuable member of the team, have been replaced by teachers new to the profession who earned their degrees in an era of data, extreme accountability, and endless reforms.
Today I am treated as someone who is there to serve the teacher -- an assembly line widget turner. Last year I was told I should do as I was told and shut up about it. Today I was told I needed to "refrain from side conversations because the kids need to get back to the group as quickly as possible."
I understand teachers have a lot of pressure to produce numbers for the higher ups to plug into spread sheets to submit to the politicians. I also understand there needs to be some accountability. However, everyone can agree behavior incidents are rising. Schools are spending money to "pay" kids to behave. Our district has chosen PBIS. We have spent nearly a thousand dollars on incentives this year and today was only day 10.
I wonder if we remembered these are small people -- many with big issues -- and took the time to acknowledge they are more than the numbers entered into the computer, if the behaviors would decrease? In the end would they prefer we remembered they were getting that puppy for their birthday and asked how training it was going, or would they rather have the sticker for sitting criss, cross, apple sauce by the time we count to ten?
or
Susie is a 7 year old little girl in Mrs. L's 2nd grade class. Her birthday is next week and she can't wait. She says she is getting a puppy because her Aunt Betty's dog had puppies and her mom said she can have one. Susie's mom and dad divorced when she was 3 and her dad and his girlfriend just had a baby boy. Susie's mom works second shift at a factory so Susie goes to day care after school. Mom wakes her and her 9 year old sister up from the baby sitter and she goes back to sleep at home until it is time to get up for school in the morning. I could go on and on.
This Susie is made up to illustrate what school is and what it should be. Susie is more than the numbers on a Dibels, a score on a test, or a reading level. She is a living, breathing person with hopes and thoughts and feelings. Being 7 doesn't negate that fact. Being little doesn't negate that. Being in school doesn't negate that fact.
When I was in High School, I had my future professions narrowed down to teacher, librarian, or child psychologist. I knew for sure I wanted to work with kids, I just wasn't sure in what capacity. I chose teaching, but I realized after working with kids in a camp setting, that working with kids in a recreational environment is what I wanted.
In working with the y, I was able to listen to their hopes and fears. I was able to laugh hysterically, be goofy with them, and dry their tears. I was able to take the time to really listen to them and acknowledge their personhood.
When I first started working as an instructional assistant, I brought those skills with me and they were appreciated. I was able to take the time to calm a crying, angry, upset child and set them on the road to better choices while the teacher taught the rest of the class. Now ten years later, those teachers that respected me and treated me as an equal and a valuable member of the team, have been replaced by teachers new to the profession who earned their degrees in an era of data, extreme accountability, and endless reforms.
Today I am treated as someone who is there to serve the teacher -- an assembly line widget turner. Last year I was told I should do as I was told and shut up about it. Today I was told I needed to "refrain from side conversations because the kids need to get back to the group as quickly as possible."
I understand teachers have a lot of pressure to produce numbers for the higher ups to plug into spread sheets to submit to the politicians. I also understand there needs to be some accountability. However, everyone can agree behavior incidents are rising. Schools are spending money to "pay" kids to behave. Our district has chosen PBIS. We have spent nearly a thousand dollars on incentives this year and today was only day 10.
I wonder if we remembered these are small people -- many with big issues -- and took the time to acknowledge they are more than the numbers entered into the computer, if the behaviors would decrease? In the end would they prefer we remembered they were getting that puppy for their birthday and asked how training it was going, or would they rather have the sticker for sitting criss, cross, apple sauce by the time we count to ten?
Tuesday, August 16, 2016
Worry
There was spotting of blood before I knew I was pregnant and I worried.
I was "high normal" for amniotic fluid so I worried.
His heart rate dropped during labor and I worried.
When he was born the cord was wrapped around his neck, his arm, and his leg so I worried.
His bilirubin count at one week was 29 and the hospital tech person remarked, "Wow! I've never seen it that high before!" Boy, did I worry.
He wasn't tracking left to right when he was 3 months old and I worried.
We were told he had albinism and might be legally blind. I worried.
He skipped kindergarten because he would have been the 29th child and they wouldn't have an assistant until there were 30 kids. I worried it was the right choice.
We moved before the end of 1st grade and I worried.
Because of his vision, he was not good at sports in a town that plays sports. He was smart beyond his age. He loved to read. He did not love to talk. I worried because he didn't have many kids he could relate to.
I worried and my heart hurt.
Hubby had to find a new job the summer before 8th grade. He found one 2 hours away. We had to decide whether to move the whole family from our home of 6 years just as the boys were entering their critical teen years or have the boys and I stay and hubby commute on weekends. I still worry if we made the right choice.
There are so many decisions we make on behalf of our children. Most seem huge at the moment:
Breast or Bottle
Cloth or Disposable
when to feed solids
when to potty train
how to celebrate major and family holidays
stay at home mom or working outside the home mom
The list goes on. And at every crossroad we worry if it's the "right" thing.
There are copious amounts of books telling us how we made the "wrong" choice.
Then the day comes when your child leaves for college or the military or marriage or a job opportunity and you realize all your choices culminate in that moment. You've studied for this test with all those books and experts tutoring. And you worry.
At least I do.
We take oldest to campus in a few days -- not far away, but not here anymore.
I know we have a wonderful, intelligent, thoughtful, creative, kind son. People who see him say he is ready and he'll be fine.
He worked at residence camp this summer for 9 weeks. They say he'll be fine.
My husband tells me he'll be fine.
But I know when we drive away, leaving him there with 3 suite mate strangers, on a campus in the middle of a bigger city, to figure out classes and living and managing life his way, I will worry if we did enough to prepare him. I will worry that today's society is too dangerous to allow him to be out there without me to throw myself in front of danger.
And I worry that having done it right means he won't need me anymore.
It is said that to have a child, is to forever have your heart walk around outside your body.
Well, this week -- my heart leaves for college.
I was "high normal" for amniotic fluid so I worried.
His heart rate dropped during labor and I worried.
When he was born the cord was wrapped around his neck, his arm, and his leg so I worried.
His bilirubin count at one week was 29 and the hospital tech person remarked, "Wow! I've never seen it that high before!" Boy, did I worry.
He wasn't tracking left to right when he was 3 months old and I worried.
We were told he had albinism and might be legally blind. I worried.
He skipped kindergarten because he would have been the 29th child and they wouldn't have an assistant until there were 30 kids. I worried it was the right choice.
We moved before the end of 1st grade and I worried.
Because of his vision, he was not good at sports in a town that plays sports. He was smart beyond his age. He loved to read. He did not love to talk. I worried because he didn't have many kids he could relate to.
I worried and my heart hurt.
Hubby had to find a new job the summer before 8th grade. He found one 2 hours away. We had to decide whether to move the whole family from our home of 6 years just as the boys were entering their critical teen years or have the boys and I stay and hubby commute on weekends. I still worry if we made the right choice.
There are so many decisions we make on behalf of our children. Most seem huge at the moment:
Breast or Bottle
Cloth or Disposable
when to feed solids
when to potty train
how to celebrate major and family holidays
stay at home mom or working outside the home mom
The list goes on. And at every crossroad we worry if it's the "right" thing.
There are copious amounts of books telling us how we made the "wrong" choice.
Then the day comes when your child leaves for college or the military or marriage or a job opportunity and you realize all your choices culminate in that moment. You've studied for this test with all those books and experts tutoring. And you worry.
At least I do.
We take oldest to campus in a few days -- not far away, but not here anymore.
I know we have a wonderful, intelligent, thoughtful, creative, kind son. People who see him say he is ready and he'll be fine.
He worked at residence camp this summer for 9 weeks. They say he'll be fine.
My husband tells me he'll be fine.
But I know when we drive away, leaving him there with 3 suite mate strangers, on a campus in the middle of a bigger city, to figure out classes and living and managing life his way, I will worry if we did enough to prepare him. I will worry that today's society is too dangerous to allow him to be out there without me to throw myself in front of danger.
And I worry that having done it right means he won't need me anymore.
It is said that to have a child, is to forever have your heart walk around outside your body.
Well, this week -- my heart leaves for college.
Tuesday, August 9, 2016
Listen to your heart
Two years ago was rough.
I watched as my good friend's health deteriorated due to the stress of work.
I experienced a group of children that rivaled all groups I had experienced to date. And not in a good way.
I noted a total lack of support and compassion from someone who judges others on their ability to offer support and compassion.
Last year was worse.
I watched as things unraveled.
I experienced crushing negativity.
I noted the wrong way to build a team or handle staff.
This year approached at a slow march.
The position I'd been interested in and denied each of the last 5 years due to my lack of a teaching degree was once again posted.
I did not find out my schedule until the weekend before the first staff day.
I did not meet my intervention partner until the staff work day.
But.....
She turned out to be great.
And I love my schedule and the people I'm working with.
And the kids this year are the way I remember kids being... very unlike the kids of the past 3 years.
And I will be doing intervention with K, 1, & 2 -- the groups I have finally finessed and gotten instruction to a point I think works and can be successful.
After 4 days I am actually happy. Actually each of the 4 days I have left work happy.
And then the monkey in the wrench...
The person who was going to do intervention got a teaching job and only worked the first day of school.
And I was offered the job. The one I had wanted. But it would require RTI and ESL and record keeping and the possibility of math and writing as well.
But it was THE job.
I said I wanted to think about it.
I talked to my two best friends. I talked to my husband.
And
I declined the offer.
Because our oldest leaves for college a week from Friday.
Because it would be more work for the same amount of pay.
Because I am happy.
And because sometimes your heart changes it's mind.
And sometimes you have to listen to your heart.
I watched as my good friend's health deteriorated due to the stress of work.
I experienced a group of children that rivaled all groups I had experienced to date. And not in a good way.
I noted a total lack of support and compassion from someone who judges others on their ability to offer support and compassion.
Last year was worse.
I watched as things unraveled.
I experienced crushing negativity.
I noted the wrong way to build a team or handle staff.
This year approached at a slow march.
The position I'd been interested in and denied each of the last 5 years due to my lack of a teaching degree was once again posted.
I did not find out my schedule until the weekend before the first staff day.
I did not meet my intervention partner until the staff work day.
But.....
She turned out to be great.
And I love my schedule and the people I'm working with.
And the kids this year are the way I remember kids being... very unlike the kids of the past 3 years.
And I will be doing intervention with K, 1, & 2 -- the groups I have finally finessed and gotten instruction to a point I think works and can be successful.
After 4 days I am actually happy. Actually each of the 4 days I have left work happy.
And then the monkey in the wrench...
The person who was going to do intervention got a teaching job and only worked the first day of school.
And I was offered the job. The one I had wanted. But it would require RTI and ESL and record keeping and the possibility of math and writing as well.
But it was THE job.
I said I wanted to think about it.
I talked to my two best friends. I talked to my husband.
And
I declined the offer.
Because our oldest leaves for college a week from Friday.
Because it would be more work for the same amount of pay.
Because I am happy.
And because sometimes your heart changes it's mind.
And sometimes you have to listen to your heart.
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